Networks of Support for Underrepresented Students: Characterizing Networks That Support Identity Work in STEM

• In Event: 67.070 - Sheraton Roundtable 14 - Grand Centre
  In Roundtable Session: 67.070-2 - Role of Communities and Networks in Supporting Students in STEM

Abstract

Success and persistence in science, technology, engineering and maths (STEM) post-secondary education by underrepresented and racial minorities (URM) has been studied from a sociocultural approach suggesting the importance of the development of a STEM-identity. In addition, existing research suggests participation in STEM clubs/organizations improves URM students’ persistence through degree programs in these subject areas. There exists, however, a dearth in the evidence linking the role of social interactions through STEM clubs/organizations to the development of STEM-identity. To address this gap our paper suggests the use of social network theory to augment the theoretical framework provided by identity theory. This approach affords opportunities to evidence the degree to which social interactions within STEM counterspaces impact the development of STEM-identity.

Authors

• Hannah Renée Chestnutt, McGill University

• Abby Spilkevitz, McGill University

• Allison Gonsalves, McGill University